Formativ bedömning

: En kvalitativ studie om hur undervisande lärare inom särskolans ämnesområde upplever och synliggör formativ bedömning för elever med betydande kognitiva och kommunikativa svårigheter

Abstract

This study aims to examine teachers' views on formative assessment and that in relation to students within the subject area of compulsory school for children with intellectual disabilities (CSSID) and upper secondary school for children with intellectual disabilities (USSID). The study intends to shed light on the opportunities and obstacles that teachers experience when working with students at an early developmental level in the work with formative assessment. What skills and prerequisites do teachers need working with students with significant communicative and cognitive difficulties? The study is based on individual qualitative interviews with ten special teachers / special educators from three different primary and secondary special schools. The results are analyzed on the basis of sociocultural theory. The interviews show the importance of having knowledge of different ways of communicating with the students. The possibility to make the students' knowledge acquisition visible in relation to the students' ID and the group's composition of students at different levels of development constitutes an obstacle to formative assessment. What needs to be considered is the importance of creating conditions for teachers to provide students, at an early level of development, with alternative forms of assessment that are developed for students with cognitive and communicative difficulties as this implication is clearly lacking.

Date of Award	2022-Jun
Original language	Swedish
Supervisor	Sarah Rangstrand Hjort (Supervisor), Lotta Anderson (Assessor) & Daniel Östlund (Examiner)